<![CDATA[This study aims to systematically analyze how the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning contributes to increasing mathematical creativity among prospective mathematics teachers. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 protocol for the period 2020–2025. The search was conducted in two main databases — ERIC and Scopus — using a strictly defined search string. A supplementary manual search for the period 2020–2021 was conducted in ERIC to address the platform's filter limitation. From a total of 192 identified articles, after duplicate removal, title-abstract screening, and the application of strict inclusion-exclusion criteria — specifically requiring that research subjects are prospective mathematics or STEM teachers with an explicit mathematical component — six final articles were obtained that met all criteria. Quality assessment was conducted using an adapted Mixed Methods Appraisal Tool (MMAT). The results of thematic synthesis indicate that: (1) Project-Based Learning (PBL) emerged as the most frequently employed STEAM approach across the reviewed studies, though its relative superiority over other approaches should be interpreted with caution given the small sample size; (2) the components of mathematical creativity most frequently developed include creative thinking, design creativity, and creative problem solving; and (3) all six studies reported positive impacts of STEAM integration on the mathematical creativity of prospective teachers across various national contexts. These findings carry important implications for the development of more innovative, collaborative, and STEAM-integrated mathematics teacher education curricula, particularly in designing STEAM-PBL frameworks where mathematics serves as the intellectual core.]]>
